Classroom implications of research on dynamic geometry software
Jones, Keith (2003) Classroom implications of research on dynamic geometry software. In, Mariotti, M. A. (ed.) European Research in Mathematics Education III. Pisa, IT, University of Pisa, 59.
This short user-review summarise the implications for classroom teaching of research that has investigated the use of dynamic geometry software (DGS) in the teaching and learning of mathematics. Overall, the research has found that it can take quite a long time for the benefits of using DGS to emerge but that this investment is worthwhile in developing students’ knowledge of geometry. The sorts of tasks that students tackle, the form of teacher input and the general classroom atmosphere are all important factors.
|Item Type:||Book Section|
|Keywords:||classroom, implications, research, dynamic geometry, software, DGS, Cabri, Sketchpad, teaching, learning, pedagogy|
|Subjects:||L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2361 Curriculum
|Divisions:||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
Faculty of Social and Human Sciences > Southampton Education School > Mathematics & Science Education
|Date Deposited:||01 Aug 2006|
|Last Modified:||21 Nov 2014 18:05|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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